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Instructional Technology Curriculum

Grade 7 (Unit 1)

  

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Course Description

Subject Area: Technology Course Name: Technology Curriculum

Grade(s): 7

Description: Students in sixth-seventh grade have the ability to understand a variety of technology concepts. Middle school presents a progression of increasingly advanced skills and concepts with accommodations for differing levels of background knowledge. • Online safety and 21st century skills are taught throughout the middle school curriculum to enable students to be safe, and college and work ready. • For those students already familiar with technology, the first year should be a year of reviewing and mastering computer hardware and software skills. • For those students who have little to no experience, the curriculum allows them to start from the beginning and spend the year building their knowledge base. • Students will learn more advanced skills and concepts at each grade level. • Students leave 8th grade with technology literacy skills ready for high school and prepared for college and career. Key Skills/Areas: A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship E. Research and Information Literacy F. Critical Thinking, Problem Solving, and Decision Making

  

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Pacing Chart

Unit I Unit II Unit III Unit IV

Computer Fundamentals Online Communication

Course E Code.org

Word Processing Computer Programming

Course E Code.org

Presentations Spreadsheets

Course E Code.org

Multimedia Course E Code.org

9 Weeks 9 Weeks 9 Weeks 9 Weeks

  

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Career Ready Practices STANDARDS

CRP1, CRP2, CRP4, CRP12

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Examples of use within the unit: Students are learning what they do online has a lasting impact on themselves and others.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Examples of use within the unit: Students are exploring what future jobs they might like or want to explore.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Examples of use within the unit: Students are learning how to connect their typing with future careers and schooling.

  

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CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Examples of use within the unit: Students will communicate with one another through email and through comments in shared documents so that they may share their knowledge and ideas with their team members. The students will be encouraged to challenge arguments that they disagree with in a respectful tone.

   

  

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for reports and projects

Communication system between home and school

Provide lecture notes/outline

Processing

Extra response time

Have students verbalize steps

Repeat, clarify or reword directions

Mini-breaks between tasks

Provide a warning for transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured routine

Simple and clear classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

  

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text Chunking text Choice Board/Menu Tiered Instruction Small group instruction Tangible items/pictures (i.e., to facilitate vocabulary acquisition) Use of oral assessment Tiered learning centers Tiered questioning Data-driven student partnerships Computer/whiteboard Test-to-speech Spell-checker Audio book Teacher-made checklist Repeat, clarify or reword directions Emphasize multi-sensory learning

  

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Open-ended activities

  

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers Quizzes Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Gallery Walks Homework Student Response System (clickers)

  

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New Jersey Student Learning Standards - Technology Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and to create and communicate knowledge. Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and

operations.

6-8 Understand and use technology systems. 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

  

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Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative

products and process using technology.Grade Level bands

Content Statement Students will:

Indicator Indicator

6-8 Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. tele collaborative project, blog, school web).

  

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Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Grade Level bands

Content Statement

Indicator Indicator

6-8 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

  

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Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Grade Level bands

Content Statement

Indicator Indicator

6-8 Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to

intellectual property. Exhibit leadership for digital citizenship. 8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.D.5 Understand appropriate uses for social media and the negative

consequences of misuse.

  

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Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The characteristics and scope of technology.

8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).

The core concepts of technology.

8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts. The relationships among technologies and the connections between technology and other fields of study.

8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system.

  

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Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society.

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The cultural, social, economic and political effects of technology.

8.2.8.B.1 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers.

8.2.8.B.2 Identify the desired and undesired consequences from the use of a product or system.

The effects of technology on the environment.

8.2.8.B.4 Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings.

The role of society in the development and use of technology.

8.2.8.B.5 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.

8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights, patents and trademarks.

The influence of technology on history.

8.2.8.B.7 Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product.

  

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Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand C. Design: The design process is a systematic approach to solving problems. 6-8 The application of

engineering design.

8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem.

The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.

8.2.8.C.6 Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution.

Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the

  

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environment. Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing

students to move beyond using knowledge to creating knowledge. Grade Level bands

Content Statement Students will be able to understand:

6-8 Computational thinking and computer programming as tools used in design and engineering. Computational thinking and computer programming as tools used in design and engineering.

8.2.8.E.2 Demonstrate an understanding of the relationship between hardware and software.

  

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NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

COMPUTER FUNDAMENTALS

8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts.

8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. 8.2.8.B.1 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers.

8.2.8.B.2 Identify the desired and undesired

What is a person’s responsibility for using this type of technology? When should a person use this type of technology? What would misuse of this technology look like?

How can people use this technology in different situations?

Computer Fundamental Activities:

Students can create a visual diagram of a computer system that is cloud based versus a computer system that does not have access to the internet and saves all of its data locally.

Students will investigate the differences as well as the pro’s and con’s between using cloud based applications versus have programs installed on a computer

Computer Fundamentals resources:

Videos: Computer Hardware Video Computer Software Video Khan Academy:

https://www.khanacademy.org/computing/computer-science/informationtheory/moderninfotheory

Games: Input Output Game Computer Basics-I-KeepBookmarks Find the Technology Computer Basics-Quia

ELA

Students will write a composition detailing how the different parts of a computer system are integrated with one another. They can also consider the differences between storing information online in the cloud versus on a physical hard drive on a local computer.

W.7.2

  

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NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

consequences from the use of a product or system

8.2.8.B.5 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.

  

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ONLINE COMMUNICATION

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.D.5 Understand appropriate uses for social

How is digital communication different than verbal communication?

Why is cyber bullying just as damaging as physical bullying?

What are the possible consequences of using digital media as a communication devices to bully a classmate?

Common Sense Media

Which me Should I be?

Trillion-Dollar Footprint Lesson Video

Scams and Schemes

Safe Online Talk

Netsmartz.org

Terrible Text

Online Communication Activities:

Using paper and pen, students can fine-tune their Instant Messaging skills. Begin by having the class brainstorm as many known IM abbreviations as possible.

Discuss how to determine if an electronic source is accurate, relevant,

Cyberbullying: Digizen game

http://www.digizen.org/resources/digizen-game.aspx

Resources (Paste below links in browser):

Cyberbullying

http://lwcharterschools.com/files/2012/06/Gr.-6-8-CyberbullyingTipsforTakingAction.pdf

Private and Personal Information

http://lwcharterschools.com/files/2012/06/Gr.-6-8-Private_And_Personal_Information.pdf

Online Use Assessment Questions

http://lwcharterschools.com/files/2012/06/Gr.-6-8-AssessmentQuestions.pdf

Health Students can create digital posters online that detail step by step what a student should do if they witness bullying going on in their presence.

2.2.8.A.2

  

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media and the negative consequences of misuse.

8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).

appropriate, and comprehensive a class

Students can draw comic strips that illustrate the possible consequences for revealing personal information online such as phone numbers or passwords.

Have students role-play what to do after receiving a harassing text message.

Have students choose sides and then debate the issue, or debate the overlaps the issue has with other digital ethics issues.

Students can use an automated site to generate citations such as Easy Bib or Citation Machine. Students search online and create a class list of copyright-free resources for photos, such as Pics4Learning.com.

World Wide Web Video

Web Browsers Internet Basics-GCF Internet History and

Exploration Challenge Board

Test Your Internet IQ Hangman

Computer Viruses and Threats Video

Copyright & Creative Commons Video

Keep Kids Safe from Cyberbullies & Harassment

Common Sense Media Safer Internet Day

  

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Unit Vocabulary

Grade 7: Research software desktop universal menu design electronic file storage keyboard gallery live preview ribbon interface quick access contextual menu application button groups review home tab dialog box spell check hover Office button command spreadsheet software controls browser dialog box

database slideshow presentation software web page citation website URL Online resources intellectual property fair use plagiarism creative commons web browser bold italic page number word processing instant message buttons

contact list password emoticon photo sharing communication digital citizenship digital footprint password tag profile page instant messaging post privacy settings Microsoft Word Google Docs word processing formatting collaborate

network networking hardware software synchronize cloud computing shared documents collaboration cloud communication data storage digital environment WAN LAN file server connectivity ethical use file-sharing online safety netiquette

  

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REQUIRED CODING LESSONSCOURSE E

https://studio.code.org/s/coursee

COURSE E Objective Unit LESSON & STANDARDS Students will be able to:

1 Lesson 1: Programming: My Robotic Friends Gain understanding of the need for precision in coding.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Learn how to recognize a bug and how to debug the malfunctioning code.

1 Lesson 2: Sequences in Maze Order movement commands as sequential steps in a program.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Modify an existing program to solve errors.

Break down a long sequence of instructions into the largest repeatable sequence.

  

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1 Lesson 3: Building a Foundation Outline steps to complete a structural engineering challenge.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Predict and discuss potential issues in structure creation.

Build a structure based on team plan.

Revise both the plan and the structure until they satisfy the challenge.

1 Lesson 4: Debugging in Scrat Predict where a program will fail.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Modify an existing program to solve errors.

Reflect on the debugging process in an age-appropriate way.

1 Lesson 5: Programming in Artist Create a program to complete an image using sequential steps.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Break complex shapes into simple parts.

  

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1 Lesson 6: My Loopy Robotic Friends Identify repetitive code and convert a series of multiple actions into a single loop.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Decode loops into a series of multiple actions.

  

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Optional Unit Project (Choose 1) GRADE 7

Project (Suggested) Project (Suggested) Isn’t It The Truth Subject: ELA • Class Periods: 4 Final Student Media: Persuasive Multimedia Text Technology and Core Area Learning Objectives:

Elaborate on the consequences of illegal online behavior Use evidence to support an opinion about moral online behavior Enter and manipulate data in a spreadsheet Write summaries using a word processing application

Where 2-D and 3-D Intersect Subject: Math • Class Periods: 4 Final Student Media: Digital Photos and Drawings Technology and Core Area Learning Objectives:

Draw a 2-dimensional figure of a 3-dimensional object Draw a 3-dimensional figure from different views Create online presentation that combines graphics and text Take photos with a digital camera and transfer photos to a

computer or mobile device

Writing Paths Subject: ELA • Class Periods: 5 Final Student Media: Infographic or Flowchart Technology and Core Area Learning Objectives:

Analyze and synthesize information about writing processes from different sources

Understand models of the writing process for a variety of purposes, styles, and formats

Conduct Internet research and evaluate the credibility of web sites Use word processing or publication software to create a flowchart or info graphic Philanthropy 101 Subject: Math • Class Periods: 4 Final Student Media: Website Technology and Core Area Learning Objectives:

Use measures of central tendency to make comparisons and draw conclusions

Use data to make decisions about charitable giving Use spreadsheets to collect, organize, and analyze data about

charitable giving preferences Create a website or wiki

  

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Healthy Watersheds, Healthy Communities Subject: Science • Class Periods: 4 Final Student Media: Informational Resource Technology and Core Area Learning Objectives:

Describe positive and negative ways that technology impacts the local watershed

Use technical writing strategies to inform and persuade Identify relevant information with Internet searches Make choices about appropriate technology for a task

Tech Times Subject: Social Studies • Class Periods: 3 Final Student Media: Online Discussion Technology and Core Area Learning Objectives:

Describe negative uses of technology and explain consequences and prevention

Communicate effectively and thoughtfully in an online discussion forum

Identify important people, events, and innovations in the technological history of their state

Conduct Internet search and evaluate the credibility of web sites

END